Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies

Abstract

Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers’ efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget’s stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions

“…This rapid and abrupt change did not allow teachers to learn and prepare for the new mode of teaching and intensified job demands on teachers and families (Collie and Martin, 2016;Kwon et al, 2019Kwon et al, , 2022Allen et al, 2020). Research indicated that the vast majority of teachers did not have any experience teaching virtually, with limited training in this area before the pandemic (Ethridge et al, 2022). It is evident that many ECE teachers were committed to pivoting their teaching and used a variety of play-based strategies to facilitate children's learning through the virtual modality (Ethridge et al, 2022).…”

“…Research indicated that the vast majority of teachers did not have any experience teaching virtually, with limited training in this area before the pandemic (Ethridge et al, 2022). It is evident that many ECE teachers were committed to pivoting their teaching and used a variety of play-based strategies to facilitate children's learning through the virtual modality (Ethridge et al, 2022). They actively looked for resources and training and adopted various new strategies for teaching online effectively, such as modifying their traditional in-person classes via video conferencing platforms and creating new strategies to better engage children in developmentally appropriate ways (Allen et al, 2020;Ethridge et al, 2022;Kwon et al, 2022).…”

“…It is evident that many ECE teachers were committed to pivoting their teaching and used a variety of play-based strategies to facilitate children's learning through the virtual modality (Ethridge et al, 2022). They actively looked for resources and training and adopted various new strategies for teaching online effectively, such as modifying their traditional in-person classes via video conferencing platforms and creating new strategies to better engage children in developmentally appropriate ways (Allen et al, 2020;Ethridge et al, 2022;Kwon et al, 2022). Yet, they faced a unique set of stressors and poor well-being (MacIntyre et al, 2020;Besser et al, 2022;Kwon et al, 2022), which may have a negative impact on their perceived virtual teaching efficiency (e.g., adopting new strategies, using a variety of strategies).…”

“…During the COVID-19 pandemic, teachers' adaptability and flexibility are crucial for effective teaching (Ethridge et al, 2022). Some ECE teachers are more adaptable, open, and are more likely to adopt an approach that is flexible, creative, and oriented to problem-solving while teaching virtually (Ford et al, 2021;Ethridge et al, 2022). Other ECE teachers displayed resistance to virtual instruction and hesitated to try facilitating children's engagement through play virtually.…”

“…Other ECE teachers displayed resistance to virtual instruction and hesitated to try facilitating children's engagement through play virtually. This tendency may be in part due to their traditional beliefs and negative attitudes toward technology use and virtual teaching in the ECE classrooms and limited resources and support (Pyle and Danniels, 2017;Mertala, 2019;Ford et al, 2021;Ethridge et al, 2022).…”